Resources

Limited rigorous evidence is available from sub-Saharan Africa regarding whether children who learn to read in their mother tongue will have higher learning outcomes in other subjects.

This presentation was delivered by Wendi Ralaingita at the Open Learning Exchange (OLE) conference in Kathmandu, Nepal (November 2017). It provides an overview of RTI's evidence-based approach to ICT integration, based largely on the Improvement Science literature, particularly Edward Deming.

This is a presentation about Tangerine:Class, which was delivered at the 2016 Pacific Circle Consortium in Saipan.

Teachers guide in Chichewa for Standard 4.

Teachers guide for Chichewa for Standard 3.

Teachers Guide for Standard 2

Cambodia’s teacher professional development (PD) system is at a crossroads. There is a growing realization that the lower than expected learning outcomes in Cambodia are directly related to lower than desirable classroom teaching.

This paper describes a 2016 pilot study undertaken in Uganda to document the real repetition rate in Primary 1 classes and to examine the relationship between repetition in Primary 1 and attendance in pre-primary education.

As a result of Universal Primary Education (UPE) and reform efforts, primary school enrollment in Uganda doubled from 2.9 million in 1995 to 5.8 million by 1998. By 2016, enrollment had reached 8.3 million.

The Institute for People’s Education (Institut pour l’Éducation Populaire, or IEP) designed the Read-Learn-Lead (RLL) program to demonstrate that the new official curriculum, if properly implemented and supported, can be a viable and effective approach to primary education, using mother tongue and a